“Your Language is Woven Into Your Being, Your Essence, the Very Core of Who You Are”: The Role of Home Languages in NT2 Classrooms for Dutch Language Acquisition

Abstract

In an increasingly multicultural Dutch society, schools face the growing challenge of providing equitable education to new language learners. Despite their rich multilingual repertoires, these students are often immersed in monolingual instruction, increasing the risk of academic underachievement, social exclusion, and placement into lower educational tracks. Research shows that using students’ home languages supports language acquisition, cognitive development, identity formation, and emotional well-being. However, regular classroom teachers frequently lack the training, tools, and confidence to apply multilingual practices effectively. Specialized NT2 schools, designed for newcomer students, offer a unique setting where culturally responsive teaching and multilingual strategies are integrated. Yet, little is known about how these approaches can be sustained as students transition into mainstream education. This study employs a qualitative exploratory design to examine how NT2 teachers integrate home languages in their classrooms, the challenges they face, and how they overcome them. Through eight semi-structured interviews and a thematic analysis, the study uncovers strategies such as language rounds, multilingual scaffolds, and cultural storytelling that foster inclusion and engagement. By grounding theory in practice, the findings provide concrete recommendations for mainstream educators and assist in creating a practical guide to help regular teachers embrace and effectively work with linguistic diversity. Keywords: multilingualism, multicultural education, new language learners, home language, dual-iceberg theory, culturally responsive teaching, language acquisition